Enhancing Mathematical Problem Solving for Secondary Students with or at Risk of Learning Disabilities: A Literature Review     

Jiwon Hwang  Paul J. Riccomini 《Learning disabilities research & practice》2016,31(3):169-181

Requirements for reasoning, explaining, and generalizing mathematical concepts increase as students advance through the educational system; hence, improving overall mathematical proficiency is critical. Mathematical proficiency requires students to interpret quantities and their corresponding relationships during problem‐solving tasks as well as generalizing to different contexts; both requirements are particularly challenging for many students with learning disabilities. An in‐depth review of research was completed to (1) demonstrate how interventions targeting mathematical problem solving are categorized into heuristic, semantic, or authentic approaches; (2) explore the degree to which generalization is presented in each approach; and (3) determine the efficacy of each intervention approach. Experimental studies (n = 17) demonstrating the effects of interventions designed to enhance mathematical problem solving for secondary students with or at risk of learning disabilities were analyzed. Findings indicate that the efficacy of the three intervention approaches varies, and that the real‐world connections differ. Implications for research and practice are discussed.  相似文献   

Effectiveness of Supervised Intergenerational Service Learning in Long-term Care Facilities on the Attitudes,Self-transcendence,and Caring Behaviors Among Nursing Students: A Quasiexperimental Study     

Huei-Lih Hwang  Huey-Shyan Lin 《Educational gerontology》2013,39(9):655-668

The beneficial effects of service learning on students' attitudes have been well documented; however, few studies have focused on the long-term effect as well as on the caring behaviors and self-transcendence of students. Additionally, few studies have compared the effects of the service learning in different types of facilities. To compare the effectiveness of intergenerational service learning in different types of facilities for nursing college students, this quasiexperimental study performed a questionnaire survey before the intervention and two surveys after the intervention to comprehensively evaluate outcomes. A convenient sample of three groups with 126 students completed the questionnaire (assisted living facilities = 43, nursing homes = 43, veterans' homes = 40). The intervention was administered in one 60-minute session per week for six weeks. The outcome variables were measured before the intervention and after two weeks and 16 months of the intervention. All three groups showed significantly higher caring scores after the intervention. After 16 months of the intervention, scores of nursing students' caring behavior and attitudes toward elders were significantly higher in assisted living facilities than in the veterans' homes. Different facilities do have different effects on nursing students. Students assigned to assisted living facilities were more likely to change their attitudes and behaviors positively. The findings of this study provide a foundation for service learning projects as an educational activity in long-term care courses for enhancing nursing students' caring practices, attitudes towards elders, and self-transcendence.  相似文献   

Wartime collaboration in question: an examination of the postwar trials of the Chinese collaborators     

Dongyoun Hwang 《Inter-Asia Cultural Studies》2013,14(1):75-97

This paper examines the political aspects of the postwar trials of the Chinese collaborators and their arguments, at the trials, against the charges of treason. Against the dominant scholarship on their collaboration with Japan, it argues that the Chinese collaborators had a different version of nationalism, which emphasized the different roles and functions of the state during the anti‐Japanese war, and that wartime collaboration was, in part, a product of their reflections on the Guomindang’s history and its political culture since 1927. The fates of the major collaborators, as the trial cases of Zhou Fohai and Chen Gongbo show, were determined, this paper argues, not by legal crimes they committed but rather mainly by their former political affiliations in the intraparty politics, which revealed the political character of the trials. The political aspects seemed to serve to disclose further the innate problems and inability of the party and its Nationalist Government, which were the main reasons for its ‘failure’ in 1949.  相似文献   

Home and Motivational Factors Related to Science-Career Pursuit: Gender differences and gender similarities     

Jongho Shin  Alexander McCarthy-Donovan  Hyeyoung Hwang  Sonyoung Yim  EunJin Seo 《International Journal of Science Education》2013,35(9):1478-1503

The purpose of the study was to examine whether gender differences exist in the mean levels of and relations between adolescents’ home environments (parents’ view of science, socio-economic status (SES)), motivations (intrinsic and instrumental motivations, self-beliefs), and pursuit of science careers. For the purpose, the Programmed for International Student Assessment 2006 data of Korean 15-year-old students were analysed. The results of the study showed that girls had lower levels of science intrinsic and instrumental motivations, self-beliefs, and science-career pursuit (SCP) as well as their parents’ values in science less than boys. Gender similarities, rather than gender differences, existed in patterns of causal relationship among home environments, motivations, and SCP. The results showed positive effects for parents’ higher value in science and SES on motivations, SCP, and for intrinsic and instrumental motivations on SCP for girls and boys. These results provide implications for educational interventions to decrease gender differences in science motivations and SCP, and to decrease adolescents’ gender stereotypes.  相似文献   

Rethinking creativity: Present in expression in creative learning communities*     

Soon Ye Hwang 《Educational Philosophy and Theory》2017,49(3):220-230

Often defined as originality and innovation and desired for the economic profits it can produce for both individuals and their societies, creativity has been examined in order to find ways in which it can be promoted through various instructional practices in and beyond schools. Nonetheless, creativity as a fundamental basis of human existence and learning in a shared world is largely understudied. In this article, I examine the commonly held assumptions of creativity as it is incorporated into educational practices—that is, the notion of creativity as developable and achievable, and often as measurable and evaluable. I explore some of the (negative) consequences of understanding creativity in this way and assert the need to reclaim the notion of creativity in order to recognize the ways in which creativity is a part of our everyday lived experiences, always including interactions with the bodily self, co-existing others, and the phenomenal world. Understanding creativity as an expressive mode and way of being in the world encourages a rethinking of creativity in education, positioning creativity as implicitly interwoven in the act of expression as it is undertaken in a community and advocating that this expression ought to be encouraged in both processes and products of learning.  相似文献   

Social Categorization on Perception Bias in the Practice of Microteaching     

Jon-Chao Hong  Ming-Yueh Hwang  Chow-Chin Lu  Chi-Ruei Tsai 《Research in Science Education》2017,47(1):185-201

Microteaching has gained considerable attention for its effectiveness in rapid and contextual training in professional development programs. However, the interpretive quality of the teaching demonstration and peer feedback may influence individuals’ attribution and self-correction, leading to ineffective learning. In this study, a microteaching workshop in a professional development program for 78 elementary school science teachers was investigated. The results showed that the effectiveness of microteaching was negatively affected by participants’ perception bias due to social categorization. Moreover, it was indicated that the participants’ perception of the in-group and out-group, classified by the degree of the individuals’ science knowledge, fostered social categorization. Participants tended to experience perception conflicts caused by their inability to see personal faults, and a typical perception bias of “seeing one’s own strengths and seeing others’ shortcomings” was more frequently recognized in the out-group. These results converge to highlight the importance of social categorization in perception bias relevant to microteaching.  相似文献   

Effectiveness of ontology-based learning content generation for preschool cognitive skills learning     

Ghulam Mustafa  Yaser Hafeez  Sharifullah Khan  Gwo-Jen Hwang 《Interactive Learning Environments》2019,27(4):443-457

During early childhood, children start developing their cognitive, social, emotional, and behavioural skills, laying the foundation for life-long learning. Cognitive skills are usually taught in traditional classrooms through the use of textbooks and worksheets. The learning content in these textbooks and worksheets is static pre-authored content that is repeatedly used for teaching and learning. This repetition jeopardises the child's learning of individualised and cognitive skills. Preschool cognitive skills learning content comprises facts of everyday life. Similarly, the Semantic Web attempts to model these facts through ontologies. From this, a relationship appears between preschool cognitive skills learning content and the ontologies. The present work focuses on the stated problem and presents the theoretical and development details of a child-friendly tutoring application that dynamically generates cognitive skills learning content using ontologies as domain knowledge. The proposed application was evaluated in a preschool environment for its learning effectiveness and the correctness of the generated content. Three groups of preschool children participated in the study for preschool cognitive skills learning through the use of the proposed application. The first group learned the cognitive skills through the traditional method with textbooks and the teacher's teaching. The second group learned the skills through the proposed application at school in classroom sessions. The third group experienced the proposed application both at school and at home, along with regular classroom sessions. The results show significant gains by the third group over the other two groups, and hence support the use of the proposed application in practice. However, the enhanced learning by the third group disappears if the additional application usage time is removed. Moreover, the results of the expert evaluation show that a great deal of the learning content was correctly generated, thus justifying the true modelling of the domain ontology.  相似文献   

以黑白图景载历史记忆 ——大型图录《观象敦煌》在美出版     

张韵涵 《家教指南》2021,(6):152-154

《观象敦煌:罗氏档案中的莫高窟与榆林窟》集结了罗寄梅1943—1944年在敦煌拍摄的大约三千张黑白照片,由普林斯顿大学唐氏东亚艺术研究中心首次全套整理出版,用定制的图文编辑和相关的研究成果,呈现出罗氏照片的综合面貌,是一套研究敦煌石窟历史的重要参考资料.  相似文献   

A reflective thinking-promoting approach to enhancing graduate students' flipped learning engagement,participation behaviors,reflective thinking and project learning outcomes     

Mei-Rong Alice Chen  Gwo-Jen Hwang  Yu-Ying Chang 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2288-2307

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Influences of an inquiry-based ubiquitous gaming design on students’ learning achievements,motivation, behavioral patterns,and tendency towards critical thinking and problem solving     

Gwo-Jen Hwang  Chih-Hung Chen 《British journal of educational technology : journal of the Council for Educational Technology》2017,48(4):950-971

In this paper, an inquiry-based ubiquitous gaming approach was proposed. The objective of the study was to enhance students’ performances in in-field learning activities. To show the advantages of the approach, an experiment was carried out to assess the effects of it on students’ learning achievement, motivation, critical thinking, and problem solving. Furthermore, the students’ behavioral patterns were investigated via content and sequential analysis methods. The experimental outcomes show that the approach promoted students’ performances of learning achievement and intrinsic motivation; moreover, the students’ perceptions of their problem solving and critical thinking were significantly promoted as well. The learning behavior analysis further show that the designated approach stimulated the participants to actively engage in field observation, comparison, and data searching in the context ware in-field learning activity.  相似文献